i have observed that many newer teachers are digital natives and therefore are quick to embrace the opportunity to interface with technology that we offer. More experienced teachers are slower and some times a little reluctant to make the fundamental changes that technology represents. In what ways can we bring these two groups toward more effective instruction and pervasive technology instruction?
Sorry, Ray, but my initial reaction was, boy do I dislike that stereotype. I think in reflection we all see a broad spectrum of interest, skill, and comfort with technology in staff (and students).
I think your question is a powerful one. Mindlessly using devices or ignoring their power are both prescriptions for ineffective instruction, engagement and management. I think that building in time to showcase, play and reflect goes a long way to creating interest and need. With technology, it also helps to have someone there during first attempts, because it's not reasonable to expect someone to learn, teach and troubleshoot at the same time. I appreciate the LTF, TTF and coach support we're been given.
And I think sometimes experience tells us that just because you've got a hammer, not every learning issue is a nail. Technology is not the only tool in the box.
I like your bit about mindlessly using devices or ignoring their power leading to ineffective instruction. That can almost be equated to the use of textbooks back in the long, long time of "Before Technology".
There are now a hundred plus ways to use the one excerpt from, say, a history textbook. However, an ineffective way of teaching is to just have the kids read and answer questions without any input or opportunity for conscience thought.
Age doesn't matter. The lessons that are needing to be taught are what's important, and technology is just another tool in the box, as you say.
I agree with you that technology is another tool in our box, however if implemented correctly, I believe that it is a tool that will transform the way we teach. Unfortunately like any other tool it can be misused. Teachers can just as easily put a laptop in front of a student and let them answer questions independently without any help like some have done in the past with textbooks. The key to using this technology appropriately is that the lessons designed are student centered and self-directed. Since the teacher will play more of a background role it is important that teachers wisely use the freed up time they have to work with small groups and individuals as needed. This "new tool" has the power, when used correctly, to provide students the individualized education that they need to be able to succeed no matter what their current levels are.
I agree with Katrina that if we misuse the tools that we have, then teaching becomes as ineffective as using a textbook. We do need student centered and self-directed learning, but we also need to make sure teachers receive the training necessary to become more of a digital native. This is true for the experienced and novice teacher. We are all at different levels in our use of technology, but many are not as adept in how we instruct using technology. I am also thankful for the support all of us will have through the district technology coaches and facilitators. A support system is in place to help schools, teachers and the district to experience success. We need to put all tools in motion.
This is so true. Using technology effectively will allow teachers to provide more individualized instruction to our students. As we've been working on our ELA final (Digital Stories) I discovered that our students are also functioning at varying levels with technology usage (just as we teachers are). While some of my students have been working enthusiastically placing their story together, adding songs or changing transitions, others still might not know how to create a folder to save Images and sound files. So I’ve had to group students according to their technology skills and address their needs that way.I allow those who know their way around with the Program to work at their own speed, downloading pics and audio while i also work with less skilled students who need me to show them how to save images and audio and also show them how to use the program as well. If I were to just provide students with laptops and expect that the job get done with a bit of guidance, that’s still not enough in helping them be successful and achieve the end product expected.
I can say that from all that im reading and learning in Project Red and in the Forums from other teachers and coaches, some of this has begun to present itself in the classroom and I’ve experienced it this year already with our digital stories project. I also strongly believe that since were providing this individualized attention, our students will be heading towards where they need to be or at least be much closer than before by the end of each school year in the years to come. I do agree that no matter where our kids are, with the new increased exposure to technology and individualized attention with trained teachers and supportive tech- savvy parents at home, our kids will have better chances of reaching greater success than before.
I strongly agree with your last thought, our students will find their learning more relevant to their life styles that they wont refuse to learn as much as in the pass. Even in our site, every time we use the laptops they are engage and so interested on what we are doing than when we don't. They are constantly asking to use their phone calculator which I allow them, they feel more connected to their real world.
As for teachers been at different levels with technology, we simply need training that differentiate their teaching level base on teachers true needs, this can only make it better for the classroom and implementation of technology in the class.
Thank you Mary. I am an experienced teacher, and I feel that I have embraced technology to a great extent. I agree that the newer teachers are digital natives, but they are still inexperienced teachers. As you say, technology is not the only tool in the box. I do have to say, though, we must look ahead. It is crucial that we prepare our students to live and succeed in the future. Let's face it - technology is the future. If we don't go forward, we get left behind.
I especially like your point that it is unreasonable to expect people to learn, teach and troubleshoot at the same time. I think the LTF and TTF positions will be very helpful. I appreciate the fact that the new tech coaches were classroom teachers first. They are more aware of the challenges faced by teachers, and will take a more realistic approach than a non-teacher. As you say, "there is a broad spectrum of interest, skill and comfort" among teachers in regards to technology. It mirrors the broad range of interest, skill, and comfort we see in our students - in all subjects. As classroom teachers, they are better equipped and more experienced in creating learning activities that address these differences.
"I agree that the newer teachers are digital natives, but they are still inexperienced teachers."
Patti, great point! Quality First Instruction needs to be the foundation upon which all else is built. Another point you made that I agree with is the fact that the technology coaches were classroom teachers, first. This truly brings another set of standards into their trainings. I have learned quickly, from each of them due to their expertise in quality classroom practices.
One thing that I wanted to add was that we need to make sure that the strides that teachers at ALL levels are making to integrate technology are validated. In making our visits to classrooms, it often seems as if some teachers are placing unrealistic expectations upon themselves to have "mastered" all of the ever changing and muliplying premutations of social learning that might be available to your students. We have to remember that this is going to be an ongoing process and it is likely to take many months, and even years, to realize meaningful transformation.
If we can look at technology as a facilitator of these quality "learning activities" rather than as an obsticle, we will not only by providing our students with the instructional content which they need, but also with the 21st Century Skills which are so essential to their success.
Frank makes a valid point. We must validate our teachers for all the strides they have made to promote this initiative. I believe our teachers understand the importance of technology integration for our students. In my school I have various levels of technology proficience/comfort and years of experience is a variable. It is up to our district to support our teachers in this endeavor and I think we have an excellent start. The TTF on site, district trainers and the IT department have been a great asset to support everyone in this new challenge.
Where's the "like button" on this thing? ;) Just kidding.
Looks like Mr. Chavez's initial point got some sparks flying, which I think is fantastic. It's an exciting, but also unsettling, time to be a new teacher. (I am finishing up my fourth year, so I still consider myself relatively "new"). There is so much I can learn when I am paired with experienced master teachers, and I feel very fortunate to have had some mentorship experience with a few. (I want to also say that I don't think years of employment is the same as degree of teaching skill, but I'm not really hearing that argument being made here.) Needless to say, we are our best selves when we are open to learning and growing, and the best growth tends to be somewhat uncomfortable. I am my own worst critic, so it's great to see Frank and others on here arguing for celebrating the small victories and acknowleding the progress we make, even the baby steps.
It's also validating for me because while the students are infinitely more tech-savvy than I will ever be, they don't necessarily bring the level of discernment to the table that a teacher will. They are frequently 'mindless' about how and why they use a certain tool -- and I will do well to remain mindful of this trap myself!
One very powerful point that you once made for me, Ms. Morris, was that no matter where we are in our knowledge base with technology, we ALL need to keep learning. That is so true. Sure, some of the younger teachers may be more tech savy, but they need to learn how to use this in thier instruction. The veteran teacher may be very strong and effective, but they need to learn how to integrate technology into their classrooms. Again, we all need to keep learning. I am also happy that we have the TTF positions because they are going to drive this learning for our staff.
Yes John, that is the fun thing and maddening thing about technology. Just when you think you have figured it out, there is something new to learn! I guess the challenge is what keeps us involved in teaching and learning after many years. I enjoy learning from my students too and I think it makes us more understanding of the frustrations sometimes involved in learning for them. We do need to support each other. That is why having these full time technology teacher facilitators is so helpful.
Technology is yet another tool in the toolbelt for any teacher of any experience level. If it is seen as a tool, then I think any team (with newer and experienced teachers) could create some really dynamic lessons. As the experienced teachers share what they know to be successful with students, the teachers who are more tech-savvy could share ways to seamlessly incorporate technology into the already successful lessons.
I wholeheartedly agree with your statement, "Technology is yet another tool in the toolbelt for any teacher of any experience level". As I look at the staff at my school, technology has been a tool for all teachers. The difference, I find, is just like any other tool, teachers who are more comfortable with technology or like using it more, do so and use it very effectively. What I really like though, is the collaborative process in which teachers who are excited about any lesson they have tried using technology, share their ideas with others and make it much easier.
I’ve gathered from this discussion that technology is a useful tool that is here to stay. Technology enables us to see the world very differently. We have almost unlimited access to information that 50 years ago was out of our reach, but the question becomes what do we do with that information. What choices do we make? Teaching goes beyond the acquisition of knowledge. It is about the pursuit of understanding. More information does give us more understanding. We need to embrace technology, but not let it become the end goal, rather have it support us in our endeavor to better educate our students.
I think that the matter of experience is not a good indicator of whether one will "embrace" technology or not. Many times newer teachers have a great comfort with technology, but many times they don't know how to use it to best share information and facilitate learning. We need to bring the enthusiasm for teaching and technology together in all of our teachers and students so that everyone can benefit. The other issue is that many of us that have taught for a while wonder if this is just another "flash in the pan" that will be gone when the money runs out. What is the point of "embracing" something that could be the fad of yesterday? I am very hopeful that this technology initiative is a keeper and that we are going to build capacity here in Sunnyside!
One of the things that I was very struck by in the Project Red paper is that 65% of respondents to a 2009 survey of high school students "said they liked discussions in which there were no clear answers" and that "82% said they would welcome the chance to be creative in school". These responses seem to run counter to our current focus on high stakes test scores and convergent thinking. Just a thought to ponder!
I also believe teacher experience is not a factor on the results of 1:1 teaching. However I do believe that it is up to the personality and point of view of each individual teacher. Teachers need to be innovative and patient as we begin to implement second order change. Collaboration is of major importance.Once again, if the district creates online collaboration opportunities such as this one, new and experiences teachers would be able to learn from each other. Also as mentioned in previous discussions, an idea bank would also help our teachers save time without having to reinvent the wheel. We are all together in this process and we must share ideas and techniques. Speaking of "tool boxes", if all the teachers share their tools we can create a warehouse full of ideas.
I agree here that the key is collaboration. The district needs to reinvent what our hour of collaboration should look like. As with any "new" teaching tool or strategy, the teachers still in college get the ground floor education and those of us out in the field have to participate in PD to acquire it. (Cooperative learning, guided reading, constructivist approach to math and EEI are all examples) Collaboration with colleagues is the best support of everyone then using a 'new tool' effectively in the classroom. Some teachers are just naturally good at some strategies...so will be the case with technology, but the district is well on board with assisting us with PD to make up for the skills some us of weren't just born into using like the technology ones.
I feel the same way you do about the district reinventing our hour of collaboration, since teachers are the ones who need to collaborate the distict should ask us what collaboration should be like. We hardly collaborate and mostly work on district paperwork. If we are to rethink the way we teach, lets rethink collaboration.
This is a bold and very true idea! Collaboration looks so different at so many sites, and does not always feel like the best use of a precious hour. Let's really focus on what is important - helping each other to do our best with students.
Collaboration is huge!! We have an unbelievable gift to have release time for collaboration and we need to utilize it to really improve instruction as teams. Collaboration is different from planning. it is an opportunity for minds to come together to analyze the data from our daily practice and make instructional decisions and strategically plan for "deep learning". We need to look at schools that are using collaboration in meaningful ways and develop parameters that will help us move the great ideas we have heard this week happen.
I don't know if "newer" is always better. For the most part, recent graduates from colleges of education are likely to be more proficient in technology. But at the end of the day, it is still about "Quality First Instruction."